Blog Post #11 - My Experience and Thoughts Around Educational Blogging

Blogging as a way to demonstrate my knowledge and understanding of various literacy topics has been an enjoyable experience for me.  Often times, as a student and teacher, I feel that only a small percentage of people are able to gain an understanding about how I feel, and what I think relating to educational topics.  Showing information on the blog provided me with the opportunity to gain more feedback from my peers, and others with similar interest.  When you are constantly on a journey of self-improvement both positive and negative feedback can be utilized for your betterment.

     Since I work with very young students, pre-k and kindergarten, I do not see myself using blogging as an assignment or teaching tool.  I do however see how it can be beneficial for older students.  It not only provides a source for them to share their ideas but there is also a plethora of information available for them to utilize.  I myself plan on using a blog as a way to share thoughts, ideas, and experiences with other educators.  I have found blogging to provide me with some form of personal satisfaction and I am sure that feeling will increase the more I share and am able to support others.  This experience has opened a door for me and I am looking forward to see where it leads.

Fiction vs Nonfiction Books for Kindergarten ELLs

Fiction The Grouchy Ladybug by Eric Carle	Nonfiction Ladybug Life Cycle by Justin McCory Martin
Differences in Genre	Differences in Genre
Characters have personalities and talk to each other There is a problem to solve and a moral at the end of the story  The illustrations are cartoonish	No characters in this book, informational text Real facts about ladybugs The illustrations are real photos
Features that Support ELLs	Features that Support ELLs
The book is engaging and amusing for young children The vocabulary is common for many settings The book is organized sequentially by time and size of animal	The information is real and so are the photos Helps to expand their background knowledge on ladybugs
Challenging for ELLs	Challenging for ELLS
No explanation why the main character is grouchy so it is hard to make a connection Story is not realistic	New vocabulary Informational text is more difficult for beginner readers to read alone

Entry #8 – Analysis of a Sheltered Lesson Video

     I really enjoyed watching this teacher carry out this sheltered lesson.  It was well planned and I felt like she was thorough in her execution.  The students were engaged and understood the expectations and lesson objective.  Here is what I noticed;

What I saw the teacher do?

• ·       She recapped what was taught previously at the beginning of the new lesson to help activate their background knowledge and get them all on the same page. 
• ·       When a student gave her an answer she would rephrase it or add the academic vocabulary to it if needed.
• ·       She provided the students with pictures to go with the key words.
• ·       She also provided synonyms for vocabulary words to help increase the students’ vocabulary and understanding.
• ·       The teacher told short stories to give examples of the meaning of the vocabulary and to help clarify and increase understanding.
• ·       The teacher used opportunities in the book to make connections to the students’ culture.
• ·       She gave the students detailed instructions on what to look for during the reading and supported them throughout the lesson.

What I saw the students do?

• ·       Most of the students felt comfortable answering and asking questions.
• ·       The students made connections with the text to themselves, or other text, or something in the world.
• ·       The students made predictions about what would happen next in the book, and shared their thoughts on the plot of the story.
• ·       The students were involved in the lesson and participated freely.

     The teacher utilized many strategies to make this lesson rich, meaningful, and personal for the students.  Her using opportunities to tie in the students’ culture made the lesson more significant for them.  She also allowed them time to share their ideas out aloud which not only helps them get a better understanding for the concept but also helps them build confidence.  All around this was a great sheltered lesson and one I will definitely refer to again.

Entry #7 - Running Record with 2 ELLs

        This week I performed a running record on two kindergarten students; one native Spanish speaker (student ‘A’) and one native Filipino speaker (student ‘B’).  Both of them speak English well and attended preschool in an English-speaking classroom. 

         I did the reading conference with student A while she read a level 8 book, The Little White Hen.  Many of the miscues she made were because of either adding or eliminating a word.  For example the sentence reads “Where will I lay my egg?” and she added the word “at” after the word “egg”.  I have noticed this type of error commonly with students who are trying to read with fluency.  She was trying to use voice and focused on reading the punctuation correctly.  When she would eliminate words it was because she was reading very quickly.  I did not notice any errors related specifically to her being a second language learner. 

         If student A slows down, and remembers to follow along with her finger as she reads, it will reduce her number of miscues.  I suggested she put a little sticker on her finger when she reads as a reminder to use her finger.  I also think she should use a student friendly rubric to do a self-assessment.

         My experience in the reading conference with student B was much different.  She read a level 4 book called Spring Colors and the majority of her miscues were because of appeals.  She asked me to tell her one word on almost every page.  While she read she was quiet and seemed shy.  I have been around this child my first thought is she has a lack of confidence in her reading.  When I spoke with her teacher she said that she has noticed the same behaviors with student B.  She also stated that student B shows the same shy behavior when having to speak aloud in class.

         Student B has a noticeable accent and it can be difficult to understand her.  She tries to enunciate but some words are hard to understand.  I am not completely sure if she is unable to read the words she asked me, or if she is just having a difficult time pronouncing them.  For her next steps she should read aloud to a teacher or peer, as often as possible.  I would also recommend that she be evaluated by a speech therapist at the school to identify whether or not student B has a speech impediment.  The teacher should continue to work with her on her sight words and phonics skills. 

         The errors that I noticed with these two students seem common for young readers and not necessarily ELLs.  Do you agree?